自我介紹為求職面試常出現的環節，須使用符合當地職場期望的溝通方式，才能達到有效溝通的目的（Bilbow & Yeung, 1998；Kerekes, 2006；Li, 2000；Louw et al., 2010；Scheuer, 2001）。對商務華語學習者而言，若是未特意學習職場溝通的相關語用知識，可能會導致溝通失敗。然而目前商務華語教材中，缺少系統性、科學性教授求職面試自我介紹的內容（李育娟，2011）。有鑑於此，本研究藉由宏觀角度的語步分析探究自我介紹整體的組織架構，從微觀角度的後設論述分析剖析局部的語言特徵，以期能全面剖析中文求職面試自我介紹的言談內容，並應用於商務華語教學。本研究語料為30份自我介紹的錄音檔與文字稿，皆由已有全職工作經驗的臺灣中文母語者提供。
研究結果發現，自我介紹根據不同的溝通目標可劃分成五種語步，分別為：展開自我介紹、簡介個人背景、突顯自身優勢、宣告即將結束與結束自我介紹，每種語步由二至六個更為具體的步驟組成，其中突顯自身優勢作為自我介紹的核心內容，涵蓋的步驟最多，所占篇幅最長。至於後設論述標記，中文求職面試自我介紹的互動式後設論述標記出現頻率略高於交互式，顯見比起串連脈絡使自我介紹更具連貫性，求職者更常使用互動式後設論述表達立場，增加與面試官的互動。除此之外，結果也顯示，後設論述標記的分布與語步結構有關，特定的後設論述標記會對應到固定的步驟。最後，本研究根據分析結果，設計教學材料，並提供教學方案與建議，培養華語學習者的語用知識以增進口語表達能力，希冀能對商務華語教學有所助益。

Self-introduction is a common part with job interviews, requiring the use of communicative ways aligned with local workplace expectations to achieve effective communication (Bilbow & Yeung, 1998; Kerekes, 2006; Li, 2000; Louw et al., 2010; Scheuer, 2001). For learners of Business Chinese, lack of explicit learning of pragmatic knowledge in workplace communication may lead to communication failures. However, current Business Chinese teaching materials lack systematic and scientific instruction on self-introduction in job interviews (Li, 2011). Therefore, the current study employs move structure analysis on a macro-level to explore the organizational structure of self-introductions and metadiscoursal analysis on a micro-level to dissect language features, aiming to comprehensively analyze discourse in Chinese job interview self-introductions for application in Business Chinese teaching. The corpus utilized in the current study comprises 30 recordings and transcripts of self-introductions provided by Chinese native speakers from Taiwan with full-time work experience.
The research findings indicate that self-introductions can be categorized into a structure of five moves based on different communication goals including initiating self-introduction, providing a brief description of personal background, highlighting personal strengths, announcing imminent conclusion, and concluding the self-introduction. Each move consists of two to six more specific steps, with highlighting personal strengths constituting the core content of self-introductions, encompassing the most amount of steps and occupying the longest length. Regarding metadiscourse markers, interactive metadiscourse markers in Chinese job interview self-introductions slightly outnumber interactional ones, indicating that, compared to establishing coherence, job seekers more frequently use interactional metadiscourse to express stance, enhancing interaction with interviewers. Additionally, results demonstrate that the distribution of metadiscourse markers is related to move structure, with specific metadiscourse markers corresponding to fixed steps. Lastly, based on the analytical results, the current study designs teaching materials, and provides teaching plans and suggestions to cultivate learners' pragmatic knowledge for enhancing abilities in oral expression, with the goal of making contributions to the field of Business Chinese pedagogy.

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